Optimalisasi Peran Guru sebagai Fasilitator dalam Pendidikan Inklusif untuk Anak Berkebutuhan Khusus (ABK) di Madrasah Ibtidaiyah

Tarisa Anjani, Abdul Karim, Abdul Rozid, Muhammad Ali Waffa

Abstract


The presence of Children with Special Needs (ABK) in schools is a challenge for teachers in creating an inclusive learning environment, especially due to lack of understanding, minimal facilities, and limited resources. In MIMA 30 Bustanul Ulum, although not yet an inclusive school, teachers still try to accompany ABK students, but face difficulties in learning, emphasizing the importance of the role of teachers as effective facilitators. This study uses a descriptive qualitative method with a case study design to examine the role of teachers as facilitators in learning for Children with Special Needs (ABK) at MIMA 30 Bustanul Ulum. Data were collected through observation, face-to-face interviews, and documentation, in order to obtain in-depth information about teacher assistance strategies. Data analysis was carried out using thematic techniques that include reduction, presentation, and drawing conclusions. The validity of the data was tested through triangulation to ensure the validity of the research results. The results showed that MIMA 30 Bustanul Ulum optimized the role of teachers as facilitators through: a) Developing Teacher Competence through differentiation training, creating a responsive environment for ABK and improving the quality of madrasahs; b) Inclusive Policy Initiation, with structured policies and regular evaluations that help implement inclusive education; c) Innovation in Learning Methods and Tools, utilizing local tools and digital technologies that increase student accessibility and encourage teacher creativity.

Keywords


Role of Teacher; Facilitator; Inclusive Education; Elementary School

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DOI: https://doi.org/10.15548/alawlad.v14i2.10115

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